Opened with a light dynamic stretch, followed by a light dynamic warmup.

L.A.
* We reviewed frequency words practicing correct spelling. These words are from the first 60 most commonly written words. We also danced, sang, and chanted the spelling of these words.
* Maverick reviewed the short/long vowel sounds in nonsense and real words.
* Reviewed - short vowel patterns of “ack” “eck”, “ick” “uck” and long pattern “ake”, “ike”, “uke” “oke”.
* Reviewed – “r” control words and long pattern words like “ai”, “ee”, and “ui”. He read and spelled many words with these sounds.
* Introduced – word patterns - “ould” and “ook”
*Syllables- “closed” (CVC/ C) and “open” (VCV) syllable patterns- I gave him many nonsense and real words to divide and read. He needed to plug in a short or long vowel after dividing the word into syllables, giving practice while working towards mastery of this reading pattern. He was also given many words that he had to cut into two parts following the syllable rules.
* Test taking strategies were reviewed and practiced. He was given a practice assessment from the “FSA Practice Test Book” test #4 in which he had to apply the test-taking strategies. This activity had 1 short written response. He applied the “RACE” format of answering the questions.
R-Restate the question
A-Answer the question
C-Cite evidence form the passage
E-Explain the evidence

Math-
* Maverick worked on many problems where he had to estimate the answer to the 10’s and 100’s and then solve for the sum or difference of a math problem and word problems.

L.A.
* We reviewed words from his list to reinforce the correct spelling. These words are from the first 60 most commonly written words. We also danced, sang, and chanted the spelling of these words.
* Maverick reviewed the short/long vowel sounds in nonsense and real words.
* Reviewed - short vowel patterns of “ack” “eck”, “ick” “uck” and long pattern “ake”, “ike”, “uke” “oke”.
Introduced – “r” control words and long pattern words like “ai”, “ee”, and “ui”. He read and spelled words with these sounds.
*Syllables- “closed” (CVC/ C) and “open” (VCV) syllable patterns- I gave him many nonsense and real words to divide and read. He needed to plug in a short or long vowel after dividing the word into syllables, giving practice while working towards mastery of this reading pattern. He was also given many words that he had to cut the word into two parts following the syllable rules.
* Test taking strategies were reviewed and practiced. He was given a practice assessment from the “FSA Practice Test Book” test #3 in which he had to apply the test taking strategies. This activity had 1 short written response. He applied the “RACE” format of answering the questions.
R-Restate the question
A-Answer the question
C-Cite evidence form the passage
E-Explain the evidence

Math- Maverick told me he was having a test on rounding so we worked on rounding to the 10’s and 100’s and estimated the sum and difference in a math problem.

*Spelling- Reviewed the 50 most commonly spelled words and we played a game where he had to determine if the word was going to be spelled with "ck" or "cvke".
*Syllables- “closed” (CVC/ C) and “open” (VCV) syllable patterns- Given many nonsense and real words to divide and read he needed to plug in a short or long vowel after dividing the word into syllables, giving practice while working towards mastery of this reading pattern.
* Test taking strategies were reviewed and practiced. He was given a practice assessment from the “FSA Practice Test Book” in which he had to apply the test-taking strategies. This activity had 2 short written responses. The RACE format of answering questions was introduced and will be used when asked to answer short answers.

R-Restate the question
A-Answer the question
C-Cite evidence form the passage
E-Explain the evidence

We will continue to review these skills each week adding on as he mastered other skills.



Math
* Reviewed the 2’s and 4’s time’s table using flash cards and 3 minute time tests.
* Solving algebraic formulas example: y x 6 = 12.

L.A.
* Maverick reviewed the short/long vowel sounds in nonsense and real words.
*Worked on short vowel patterns of “ack” “eck”, “ick” “uck” and long pattern “ake”, “ike”, “uke” “oke” .
*Syllables- “closed” (CVC/ C) and “open” (VCV) syllable patterns- Given a set of one-syllable words he had to determine if it was an open or closed syllable word and read it. I took two of these words , put them together and he had to read them.
* Test taking strategies were reviewed and practiced. He was given a practice assessment from the “FSA Practice Test Book” test #2 in which he had to apply the test-taking strategies. This activity had 1 short written response. He applied the “RACE” format of answering the questions.
R-Restate the question

A-Answer the question

C-Cite evidence form the passage

E-Explain the evidence

Math

*Multiplication – 2 ‘s facts and how they relate to multiplication and division... Four times table was introduced...

L.A.
* We reviewed the same words from last week reinforcing the correct spelling of these words. These words are from the first 40 most commonly written words. We also danced, sang, and chanted the spelling of these words.
* Maverick reviewed the short/long vowel sounds in nonsense and real words.
*Worked on short vowel patterns of “ack” “eck”, “ick” “uck” and long pattern “ake”, “ike”, “uke” “oke” .
*Syllables- “closed” (CVC/ C) and “open” (VCV) syllable patterns- I gave him many nonsense and real words to divide and read. He needed to plug in a short or long vowel after dividing the word into syllables, giving practice while working towards mastery of this reading pattern. He was also given many words that he had to divide the word into two parts following the syllable rules.
* Test-taking strategies were reviewed and practiced. He was given a practice assessment from the “FSA Practice Test Book” test #1 in which he had to apply the test taking strategies. This activity had 1 short written response. He applied the “RACE” format of answering the questions.
R-Restate the question,
A-Answer the question,
C-Cite evidence form the passage, and
E-Explain the evidence

Math
*Multiplication – 2 ‘s facts and how they relate to multiplication and division.
*Subtraction with regrouping...
*Rounding to the 10th and 100th place...
L.A.
* We reviewed the same words from last week reinforcing the correct spelling of these words. These words are from the first 40 most commonly written words.
* Maverick reviewed the short/long vowel sounds in nonsense and real words
*Syllables- “closed” (CVC/ C) and “open” (VCV) syllable patterns- I gave him many nonsense and real words to divide and read. He needed to plug in a short or long vowel after dividing the word into syllables, giving practice while working towards mastery of this reading pattern.
* Test taking strategies were reviewed and practiced. He was given a practice assessment from the “FSA Practice Test Book” in which he had to apply the test-taking strategies. This activity had 2 short written responses. The RACE format of answering questions was introduced and will be used when asked to answer short answers.
R-Restate the question
A-Answer the question
C-Cite evidence form the passage
E-Explain the evidence

Math
*Multiplication – 2 ‘s facts and how they relate to multiplication and division.
Number line to multiply
L.A.
* We reviewed the words he misspelled last week using the whiteboard. These words are from the first 40 most commonly written words.
* Maverick reviewed the short vowel sounds in nonsense and real words (great way to see if he really knows the sounds). He was introduced to the long vowels and practiced reading nonsense and real words.
*Syllables- “closed” syllable pattern –CVC/ C… I gave him many nonsense and real words to divide and read. He needed to plug in a short vowel sound in the first syllable each time, giving practice while working towards mastery of this reading pattern.
He was introduced to and practiced “opened” syllable pattern nonsense and real words.
* Test taking strategies were introduced and practiced. He was given a practice assessment from the “FSA Practice Test Book” in which he had to apply the strategies on the list and write a written response. He used a topic and closing statement in his response.

Math
*Multiplication – doubles facts and how they relate to multiplication.
L.A.
* We reviewed the words he misspelled last week from the 300 most commonly misspelled words.
* Maverick worked on the short vowel sounds in nonsense and real words (great way to see if he really knows the sounds).
*Syllables- “closed” syllable pattern –CVC/ C… I gave him many nonsense and real words to divide and read. He needed to plug in a short vowel sound in the first syllable each time, giving practice while working towards mastery of this reading pattern.
* Test-taking strategies were introduced and practiced. He was given a practice assessment from the “FSA Practice Test Book” in which he had to apply the strategies on the list.

Math
*Multiplication – review of the 5 and 9 times tables and added the 11’s...
*Word problems using addition, subtraction, and multiplication to solve...
*Reviewed math vocabulary with examples and definitions- arrays, factor, product, groups of, multiply, Commutative Property of Multiplication, Zero Property, Identify Property, and more.

* Started with a few mini assessments on vowels, nonsense words, reading, and writing. He wrote about his favorite activity.
* We will be working on the 300 most commonly misspelled words. Today we started with the first 38 words.
* Worked on the short vowel sounds drawing pictures to help retain the sound then moving on to using the sounds in nonsense words (great way to see if he really knows the sounds).
* Closed Syllables - A closed syllable includes a single-letter vowel but the syllable ends in a consonant. In this case the single letter vowel says its short sound. For example: duck, patch, hap-pen, din-ner were introduced.